The top reported proficiency rate is 16% in Social studies. The lowest is 8% in Math.
Original Research by School Decision on Arlington Woods School 99
Arlington Woods School 99 is a regular public elementary school serving pre-kindergarten through sixth grade in Indianapolis, part of the Indianapolis Public Schools district. The school enrolls a small student body, with a substantial share of students qualifying for free or reduced-price lunch. The student population is predominantly Black and Hispanic, with small shares of white students and students of two or more races. Data on students receiving special education services or English learner support was not reported.
On the Indiana ILEARN assessments taken last school year, proficiency rates were low across all tested subjects. In math, a small fraction of students met the state’s proficiency standard. In English language arts, the share was similarly low. Science and social studies results, tested in specific grades, followed the same pattern. The school’s overall proficiency index, which averages reported rates across subjects and grades, placed it below the midpoint relative to districts in Marion County. Participation on the math and ELA tests was full; science and social studies participation data was missing but likely reflects the small tested cohort in those grades. Because the school serves only elementary grades, no graduation rate is reported, and that is expected.
The academic picture is the most important thing a parent considering this school should understand. The numbers point to a student body where most children are not yet on grade level in the core subjects. A parent may want to ask the school directly what interventions, supports, or programs are in place to accelerate learning—this data does not describe those.
Arlington Woods operates within the Indianapolis Public Schools system, which has moved to a zone-based enrollment model. Families can apply to any IPS school through the centralized Enroll Indy process, choosing among traditional district schools, Innovation Network schools (run by outside partners but remaining part of the district), and magnet programs with educational models such as Montessori, Dual Language, STEM, or International Baccalaureate. This means attendance at Arlington Woods is not determined solely by neighborhood assignment; families with a strong preference for a different model elsewhere in the district can pursue that option. The district has experienced a notable enrollment decline in recent years, which can affect school funding and program stability over time.
Housing in the immediate area surrounding the school is relatively affordable compared to national and state benchmarks, with home values below the typical Indiana level and rents moderate. The market has seen modest home value softening and slight rent increases, typical of many urban neighborhoods. No detailed community description for this specific part of Indianapolis was available from the data, so the broader district context is the main local reference.
The school’s website was not provided, and the data set lacks information on program offerings, before- or after-school activities, class sizes, teacher experience, disciplinary rates, or attendance. A parent exploring Arlington Woods would want to visit, talk to the principal, and ask about enrichment offerings, the school’s approach to instruction, and how it supports students who are behind academically. The zone-based choice system also means a family might compare this school with other IPS options nearby.
In short, Arlington Woods is a small, predominantly Black and Hispanic elementary school with high economic need and low state test proficiency. It is one choice among many within a district that actively promotes school choice. The academic outcome data is the clearest signal available; for a parent considering this school, understanding the school’s plan for addressing those outcomes will be central to the decision.
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